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81.
Mandell DS Walrath CM Manteuffel B Sgro G Pinto-Martin JA 《Child abuse & neglect》2005,29(12):1359-1372
OBJECTIVE: To determine the demographic and psychosocial correlates of physical and sexual abuse among children with autism. METHODS: Data collected from 1997 to 2000 through the national evaluation of the Comprehensive Community Mental Health Services for Children and their Families Program on 156 children with autism were used. Data included a baseline assessment of child and family psychosocial experiences and presenting problems associated with referral into system-of-care service, demographic information, and a clinical record review to obtain psychiatric diagnosis. Binary and multinomial logistic regression was used to determine the association of different characteristics of children who were abused compared with those who were not abused. RESULTS: Caregivers reported that 18.5% of children with autism had been physically abused and 16.6% had been sexually abused. Physically abused children more likely had engaged in sexual acting out or abusive behavior, had made a suicide attempt, or had conduct-related or academic problems. Sexually abused children more likely had engaged in sexual acting out or abusive behavior, suicidal or other self-injurious behavior, had run away from home, or had a psychiatric hospitalization. In adjusted multivariate models, the relationship between sexual abuse and sexual acting out, running away from home and suicidal attempts persisted. CONCLUSION: Based on the prevalence of abuse and its association with various behaviors, clinicians should be as attuned to the psychosocial histories of children with autism as they are for other children, and consider the potential of abuse when these behaviors are observed. 相似文献
82.
Bojorque Gina Gonzales Neli Wijns Nore Verschaffel Lieven Torbeyns Joke 《European Journal of Psychology of Education - EJPE》2021,36(4):945-964
European Journal of Psychology of Education - Young children’s early repeating patterning abilities are important foundations for their later mathematical development. Prior studies on young... 相似文献
83.
Greenlees I Lane A Thelwell R Holder T Hobson G 《Research quarterly for exercise and sport》2005,76(4):477-487
The aim of this study was to develop and validate a team-referent attribution scale. Conducted over three studies, Study 1 modified items from McAuley, Duncan, and Russell's (1992) Causal Dimension Scale II by rewording items to reflect team attributions and adding one item per factor. This led to the development of a 16-item scale (Causal Dimension Scale-T, CDS-T). Study 2 tested competing models of attribution theory among a sample of 433 team sport players. Confirmatory factor analysis indicated strongest support for a four-factor model (robust comparative fit index = .961; root mean squared error of approximation = .054). Study 3 tested the predictive validity of the scale among a sample of 201 team players. Results indicated that winners reported more internal and stable attributions than losers. Further, performances perceived as successful were associated with stable attributions. The results of the study, therefore, suggest that the CDS-T provides a valid measure of team-referent attributions in sport. 相似文献
84.
Christine M. Angel Gina Robinson 《Journal of Library & Information Services in Distance Learning》2017,11(3-4):330-345
As a result of suggestions from the American Library Association (ALA) the Division of Library and Information Science (DLIS) program at St. John's University implemented an end-of-program electronic portfolio (ePortfolio) requirement. The purpose of this ePortfolio is to provide information on student proficiency in the eight ALA core competencies to our external accrediting agency—the ALA Committee on Accreditation (CoA). This article will discuss how a Library and Information Studies (LIS) faculty member and a New Media and Communications Specialist worked together in developing the ePortfolio as an assessment tool for ALA reaccreditation within an online LIS program. 相似文献
85.
Gina Watts 《档案与原稿》2017,45(3):191-201
The Women’s March was a global phenomenon, with close to 5 million people participating worldwide. With a protest this complex, it is easy to see that its related records will have historical value. Indeed, many repositories have called for ephemera and stories from the event. But is documenting the event itself enough? The March was criticised for its lack of intersectionality and inclusion: are these criticisms not crucial to future understandings? This article follows the work of bell hooks, Verne Harris, Jarrett Drake and others in the call for social justice in archival work. The work of Michelle Caswell and Marika Cifor on radical empathy is particularly well poised to answer these questions, because of its emphasis on prioritising people over records. Central to radical empathy are an archivist’s relationships with four constituents: the creator, the subject, the user and the community. Considering the roles of these stakeholders represent a departure in traditional archival theory, one that the author believes will make archives more equitable. Using these perspectives, this article will explore what it means to document the Women’s March in a pluralistic way and suggest pathways to do the same elsewhere. 相似文献
86.
Reed Deborah K. Cummings Kelli D. Schaper Andrew Lynn Devon Biancarosa Gina 《Reading and writing》2019,32(4):1009-1035
Reading and Writing - Informal reading inventories (IRI) and curriculum-based measures of reading (CBM-R) have continued importance in instructional planning, but raters have exhibited difficulty... 相似文献
87.
88.
Gina Giotta 《Communication Teacher》2018,32(3):136-140
Courses: Communication Technology, Communication Theory, History of Communication, Media and Society.
Objectives: Students will develop an understanding of the two principal theories of technology and culture: technological determinism and the social construction of technology. 相似文献
89.
Glendon A. Lean McKenzie A. Clements Gina Del Campo 《Educational Studies in Mathematics》1990,21(2):165-191
2493 children aged from 5 to 15 years in 114 classes in 25 primary schools were asked to do a similar set of 22 arithmetic word problems. 1195 of the children were in Grades K through 6 in Victorian schools (Australia) and 1298 were in Grades 4 through 6 in Papua New Guinea (PNG) schools. For both samples the questions were posed in English. This was the first language for most children in the Victorian sample but, for the PNG sample, English was usually the second, third, or even fourth language (even though it is the language of instruction in PNG schools). While the test instrument was based on widely accepted information processing models of how children solve arithmetic word problems, the data obtained were not so much in accord with these models as with psycholinguistic theories on children's acquisition of polarised comparative pairs (like more and less). The data also indicate that children from the two samples used similar strategies and made similar errors, with the order of relative difficulty being the same for both samples, the main factor determining difficulty being the semantic structure of the questions. Differences in performance between corresponding grades from the two samples can be attributed to differences in the degree of English language competence rather than to numerical facility. 相似文献
90.
Joseph F. T. Nese Gina Biancarosa Daniel Anderson Cheng-Fei Lai Julie Alonzo Gerald Tindal 《Reading and writing》2012,25(4):887-915
This study examined the type of growth model that best fit within-year growth in oral reading fluency and between-student
differences in growth. Participants were 2,465 students in grades 3–5. Hierarchical linear modeling (HLM) analyses modeled
curriculum-based measurement (CBM) oral reading fluency benchmark measures in fall, winter, and spring with grade level and
student characteristics (including special education and Limited English Proficiency status) as covariates. Results indicated
that a discontinuous growth model fit the data better than a linear growth model, with greater growth in the fall than in
the spring. Oral reading fluency growth rates also differed by grade and student characteristics. Implications for school
practice and research are discussed. 相似文献